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Abstract

Hilton, Hughes and McDowell (2007) suggest that the core marketing curriculum as currently delivered within many UK business schools is failing to prepare marketing students for the types of organisations they are likely to work within. Specifically they claim that the core marketing curriculum does not reflect the growing importance of service industries nor does it reflect a service-dominant logic in marketing. A Relationship-Driven model of marketing education is presented which proposes that development of the marketing curriculum is an interactive and ongoing process involving three parties: marketing academics, marketing students, and marketing practitioners. The paper proposes a research agenda to explore the dynamic processes of development of the marketing curriculum in New Zealand, and to address knowledge gaps arising from the Hilton, et al. (2007) study.

Date

2007

Source

Proceedings from the Australian and New Zealand Marketing Academy: 3 Rs: Reputation, Responsibility, Relevance (ANZMAC'07), Dunedin, New Zealand, pp.3300-3306

Item Type

Conference Contribution

Publisher

ANZMAC

Publisher's Version

Rights Statement

NOTICE: this is the author’s version of a work that was accepted for publication. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in (see Citation). The original publication is available at (see Publisher's Version).